Abstract
In the present study, we set out to investigate whether and how central executive load constrains the strategies that children use during arithmetic processing. Using a dual-task paradigm accompanied by the choice/no-choice method, we tested 233 children (115 6th graders, 118 4th graders). Results showed that the impact of central executive load on reaction times and accuracy scores related to strategy use increased with the magnitude of the demands of the central executive, with central executive load playing an important role in strategy use. Sixth graders performed better than 4th graders in the application of appropriate strategies. Children’s adaptability with respect to strategy choice was affected by the type and magnitude of the central executive load; children showed better adaptability under the no-load condition and the inconsistent/low load condition than under conditions with greater load. Grade level affected children’s adaptability with respect to strategy choice, with 6th graders exhibiting significantly better performance than 4th graders. These results confirm that the development of central executive skills contributes to children’s overall strategy use and adaptability. These findings have important implications for understanding the category specificity of central executive working memory in arithmetic cognition and the mechanisms of strategy development in childhood.
Highlights
IntroductionComputational estimation involves a process of approximation in which individuals do not perform numerical calculation, but instead rely on their prior knowledge to provide a rough answer for a given problem
Arithmetic estimation, which includes computational estimation, magnitude estimation, and measurement estimation, is an important activity in mathematical cognition.Computational estimation involves a process of approximation in which individuals do not perform numerical calculation, but instead rely on their prior knowledge to provide a rough answer for a given problem
Strategy execution Reaction times and accuracy scores obtained under the no-choice rounding-up condition provide an unbiased estimate of the execution of the rounding-up strategy; the execution of the rounding-down strategy is reflected by these measures under the no-choice rounding-down condition
Summary
Computational estimation involves a process of approximation in which individuals do not perform numerical calculation, but instead rely on their prior knowledge to provide a rough answer for a given problem. It requires the interaction of mental arithmetic, number concepts, and arithmetic skills (Si, 2002). Ai et al: Central Executive Load and Children’s Arithmetic Strategy Use mathematical and general problem solving ability (Si, Yang, Jia, & Zhou, 2012). Arithmetic skills are, the individual ability of complete basic arithmetic (Imbo, 2007).
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